資訊科技融入5E探究教學對七年級學生生物科學習成就與學習態度之影響──以「血液循環系統」為例

Effects of Information Technology integrated into 5E Inquiry Instruction on the Learning Achievement and Attitude of 7^(th) Graders in Biology Learning: Taking ＂Blood Circulation System＂ as an Example

本研究旨在探討資訊科技融入5E探究教學對生物科學習成就與學習態度之影響。以「血液循環系統」章節作為探討之內容，採用不等組前後測設計之方式，研究對象為臺南市某公立國中53位七年級學生，其中一班為實驗組，進行資訊科技融入5E探究教學，另一班為對照組，進行傳統講述式教學，實驗處理時間為兩週八節課，研究工具為「生物科學習成就測驗」及「生物科學習態度量表」。研究結果發現：(1)實驗組學生與對照組學生，在血液循環系統單元的學習成就上並未有顯著差異。(2)實驗組學生在部分的學習態度得分顯著優於對照組學生，尤其是學習策略及學習動機部分。(3)血液循環系統單元使用資訊科技融入5E探究教學，學生的滿意度極高，並可增強學生自學能力。

The aim of this study was to investigate the effects of information technology integrated into 5E inquiry instruction on 7^(th) graders' biology learning achievement and learning attitude. This study adopted a nonequivalent pretest-posttest control group design using ＂Blood Circulation System＂ as a unit of inquiry. Participants in this study included fifty three 7^(th) graders from a Tainan municipal junior high school. The experimental group was taught by the information technology integrated into 5E inquiry instruction, while the control group received the traditional teacher-fronted instruction. The experiment was conducted in eight class sessions during two weeks. The research tools include ＂Biology Learning Achievement Test＂ and ＂Biology Learning Attitude Scales＂. The findings of this study show (1) there is no significant difference in the learning achievement of these two groups; (2) the experimental group scores higher than the control group in learning attitude, especially in learning strategies and learning motivation; (3) participant students express great satisfaction with the information technology integrated into 5E inquiry instruction which they believe will enhance their autonomous learning ability.